Sensory Motor Development in Autism

Autism is a syndrome that emerges in the first three years of life and is defined by a pattern of qualitative abnormalities in reciprocal social interaction, communication, and repetitive interests and behaviors. One of the characteristics which is most noticeable in those young children with autism who remain severely intellectually disabled is their propensity to engage in repetitive self-stimulatory actions, such as rocking, twirling objects or flapping their hand and finger. These actions appear to have no constructive use other than to provide some sensory stimulation (Attwood, 1993). Sensory and motor abnormalities commonly found in autism. These abnormalities have been described in the perception of sound, vision, touch, taste, and smell, as well as kinesthetic and proprioceptive sensations. These include reports of both hypo and hyper responsiveness to sensory input, raising the possibility that two groups of sensory responders may exist within the autism spectrum. Comparing children with autism and children with other developmental disorders have concluded that prototypical developmental profile for children with autism is one of motor skills that are relatively more advanced than social skills, even when all delayed. Early hand-eye coordination significant predicted later vocational skills and independent functioning, while earlier fine motor skills predicted later leisure skills. Also motor development plays an important role in learning young children typically use motor skills to explore the environment, engage in social interaction, engage in physical activities, and develop basic academic skills. Unusual sensory responses are common concerns in children with autism. Given that most educational environment involve many sensorial demands, such as: noise level in classroom (O’Neill & Jones, 1997; Dawson & Watling, 2000). These problems make the life of the child and his/her family more difficult and they prevent the child from learning new skills and having interaction with the environment. In solving sensory problems, it is important to support autistic children in gaining different sensory experiences. Sensory integration therapy program is important children with autism. Because the sensory integration therapy provides a child-centered and playful approach that is often appealing to even the most unmotivated or disengaged child (CaseSmith & Brayn, 1999; Fazlioglu & Baran, 2008). This chapter will focus on sensory and motor development in autism, which are aimed at determining sensory problems that characterize the disorder. In addition, this chapter will comprehensive sensory integration therapy approaches, given the intensity and importance of these intervention in treatment planning.